Module4-Unit1-The-balloons-are-flying-away.教学设计.doc

新标准英语（三起）六年级下册Module4 Unit1 The balloons are flying away.教学设计学习目标：1 知识目标：全体学生能理解并运用： careful, balloon, fly away, fall, carry2 能力目标：讲述正在发生的事情；向他人寻求帮助;根据客观情况说明自己能否向他人提供帮助。能用“Who can help me？”来寻求别人的帮助。3 情感目标 ：培养学生乐于助人的好习惯。学习重点：讲述正在发生的事情；向他人寻求帮助；学习难点：培养学生运用英语能力，把所学知识应用到生活中。教学过程：I Warm-up：Greetings.Sing a song: What are you doing?(together)Free talk: Are your hands clean? What are they doing? What are you doing? Exchange:Ss: What are you doing? T: Im talking to you. Good news. II Task presentation: We are going to have a class party. Look, this is our party poster template. Well prepare for the party later, OK? Boys and girls, what about our old friends? What are they doing? Are they going to have a party? Lets go and see. III Text learning: 1 InterpretingthetextPicture 1: Who are they? Guidingstudents to think:What are they doing? What are they talking?Where are they?Listen and check.Where is Simons Mum?What is she doing?Picture 2:Guidingstudents to think:Is Simons mum happy?Listen and check.What is Simon doing?Who can help Simons Mum?Picture 3:Guidingstudents to think:Whats happening?Listen and check.What did Mum buy?Whats happening to the oranges?Then whats happening?And the balloons say:_.2 Listen and repeat. Group work:Read the text in the way you like.3 Dubbing.Example: Teacher with all the boys and girls have a show first.Dubbing in groups.Show time: （每个Group leader分别戴上Daming Simon Mum头饰，合上书，仅看课件PPT文本图片，在情境中带领本组组员，为自己的角色配音。）4 Practice.Change Page 22 Activity4 into “Listening test”: Listen and order.IV Production.1 Make a short play.(Asking for help to prepare the class party.)Show 5 pictures and phrases.Each group has a show.2 Asking for help in daily life.Only offer four pictures, talk and act it out.Group show.Emotional education to all the students. Summary：What have you learned in this class ? 以思维图形式引导学生，总结板书。Emotional education again: Boys and girls, when you have a birthday party, who is busy and tired? But shes happy.Children: Mum.So we should love our mothers, and do what we can do at home. V Homework.1.Dubbing the dialogue after class with your partners.2.Help your mother do what you can do.3.课后拓展延伸:A: 写五个现在进行时的句子。B:今天是妈妈的生日,写一个对话,反映你和爸爸分别在做什么准备，还要涉及帮助话题。教学反思：在备课的过程中，我对教材进行了一定的加工，根据学生的实际生活，扩展了教材的内容。除了教授课文中的重点单词、句型以外，还让学生自主创设情境，操练所学过的语言文化知识。但是我对课堂的整体设计不够严密，整个课堂并未出现我所期待的亮点。现将我对这节课的整体思路阐述如下：一、 导入、呈现新内容较自然。在本节课中，我从What are you doing?歌曲热身，孩子们边唱边演，热情高涨，完毕，紧接着发问，“What are they doing?”三轮问答后，问“What areyou doing?”,并进行生问老师同一问题的互动。通过师生对现在进行时的复习回忆，直接追问学生，“What about our friends? Lets go and see.” 让学生轻松地参与其中，不知不觉地进入文本情境。二、创设情境，学习新知。通过对课标的学习与理解，以及对学生和本课的教材分析，我在进行本课教学时注意做到：创设丰富的课堂教学情境，通过任务型交际活动培养学生综合运用语言的能力。让学生根据实际的情况让学生结合语境大胆尝试，用英语进行交际对话，让学生根据情况，作适当的回答，把完成任务的主动权交给了学生。交际用语就自然地融入到交际环境中，并在期间渗透情感教育，即使别人因有事要做不能帮助你，也要同样表示感谢，做懂礼貌的好学生。三、自主学习，发挥学生的表演才能，在真实的情景中灵活的运用英语。英语作为一门语言，应体现它的交际功能，我一贯认为学生会应用英语是关键。在拓展环节，让学生自己创编、设计需要他人帮助的情境，给学生自由发挥的空间，通过小组合作，让他们充分的发挥想象，运用所学的内容自编自演谈话场景。这样学生可以活学活用英语，同时也培养了学生的表演才能。有的学生极有想象力和创造力，能够有一些新点子自创情境，而且往往不局限于本节的内容。此外，我认为本课还存在着不足。如：教师和学生间的交流还不够深入；课堂语言叙述较为平淡，波澜不惊，没有高潮；课堂上学生听得不够充分，没能充分让学生读课文。如果让我重新上